Akademinės bendrijos kaitos tyrimo metodologija ir jos taikymas Lietuvos aukštojo mokslo atvejui
LTSocialinio veikėjo-struktūrų teorinė paradigma ir struktūrinis-sisteminis požiūris leidžia aiškinti akademinės bendrijos kaitos procesus kaip interaktyvų ir konstruktyvų individų ir institucinės aplinkos santykį. Straipsnyje nagrinėjama, kaip akademinės institucijos aplinka ir institucinė sąveika įtakoja akademinės bendrijos pokyčius procesų skatinimo ar jų slopinimo požiūriu. Remiantis Becher ir Kogan struktūriniu – kultūriniu aukštojo mokslo analizės modeliu, nagrinėjami skirtingi Lietuvos aukštojo mokslo sistemos lygmenys normatyvinės bei elgesio dimensijų aspektu. Daroma išvada, jog sparčiau kito visų Lietuvos akademinės sistemos lygių veikla, tuo tarpu normatyvinės dimensijos pokyčių įvertinimas reikalauja kruopščių empirinių tyrimų.
ENThe article aims to present a theoretical assumption of exploring academic society's change, which integrates the agency-structure theoretical perspective and different models of analysis of higher education. Within the agency-structure paradigm, we used the mediating concepts, such as social agent, social action and interaction, institutional settings and internal as well as external factors supporting or constraining the change. The adopted theoretical framework allows to elaborate the linkages between agents and larger academic structures as an interactive and constructive process: agents interact within the constraints and opportunities of existing structures; at the same time they act upon these systems and restructure them. The result is institutional change and development, structurally conditioned. The second part of the study is devoted to define institutional settings and institutional intrinsic factors, which structurally condition social action and interaction as well as their outcomes. According to Berg and Ôstergren (1977) case study, we identify five decisive internal factors or "dynamic constructs" which have seemed most suitable to explain the change process. These factors are leadership, power, gain/loss, ownership, and level of conflict. The empirical studies of institutional settings would help to reveal institutional context and social constrains on change.The third part of the article analyses the Lithuanian situation, referring to a model of higher education developed by Becher and Kogan (1992). We distinguish normative and operational (action) dimensions in four levels of the Lithuanian academic system (central authority, institution, basic unit, and individual) and attempt to explore changes at each level from the different source of pressure. We conclude that operational changes, which stem from the external social, cultural and economic values and from the operational requirements of the external market, were more rapid and visible at all levels of the systems. It can be argued that changes at the normative dimension have to be studied more carefully in order to learn out the real situation - a fundamental shift in values, norms and operations in the Lithuanian higher education.
